Pilot Project Encouraging Entrepreneurship to
IMEAO-3 Students
Project report
7/10/2017
Group Work Force
Afanaisa Gallant, Peggy Amat, Harold Simson
This final project report is submitted in partial fulfillment of the
ICT for Education Bachelors Degree Program from the Advanced
Teachers Training College and the International Institute for
Education and Development.
Paramaribo, Suriname
August XX, 2017
Pilot Project Encouraging
Entrepreneurship to IMEAO-3 Students
Cohort - 1
Group members
Afanaisa Gallant
Harold Simson
Peggy Amat
Project Mentor(s)
Advanced Teachers Training College - Padhu Seshaiyer
This final project report is submitted in partial fulfillment of the
ICT for Education Bachelors Degree Program from the Advanced
Teachers Training College and the International Institute for
Education and Development.
Paramaribo, Suriname
August XX, 2017
1
Contents
Contents ............................................................................................................................ 2
ABSTRACT .......................................................................................................................... 3
INTRODUCTION .................................................................................................................. 4
PROJECT PLANNING ......................................................................................................... 8
Our Big Idea ...................................................................................................................... 8
Integration of content and learning to accomplish the Big Idea. ......................................... 9
Background on the tools, skills and competencies to be integrated in the project ............ 10
Milestones and timeline for the project, project launch, sequence of activities and
benchmarks ..................................................................................................................... 11
PROJECT DESIGN AND EXECUTION .............................................................................. 14
The Process .................................................................................................................... 14
Description of the Execution ............................................................................................ 20
Description of the Product ............................................................................................... 24
CONCLUSION AND FUTURE WORK ................................................................................ 27
ACKNOWLEDGEMENTS ................................................................................................... 29
2
ABSTRACT
Students focus on getting a job preferably at the government. The same government
who needs to stop hiring workers because of saturation and the bad economic
situation of the country at the moment.
In our project we have identified the need for more entrepreneurship in an
environment where there is a shortage of jobs. Our vision is to have students
creating employment for themselves and for others. In this project we involved
students from IMEAO-3, fourth graduate year Economy stream and third year
marketing stream.
Our specific and measurable Long term Goal is that within 3 months the focus group
must be able by following a training course to write a suitable business plan which
will enable the ones who have ambitions to execute their plan and become
entrepreneurs.
We have conducted a survey with the students in February 2017, approached
sponsors and offered students training courses in writing a business plan - using
business model Canvas - on 18 march, 1 and 8 April 2017. Through a stakeholders
we were supported to guide student in writing their own business plan which they
have done successfully.
The business plan was presented and judged by a jury and the result was presented
to the management of IMEAO-3. A suggestion was given to the school to now
implement this pilot.
3
INTRODUCTION
Most graduates of the IMEAO schools in Suriname, about 250 annually, do not get
jobs easily. Because of the precarious economic situation in Suriname, the
government has decided not to extend their workforce, and the private sector also
struggles to provide jobs for newcomers as well.
This means that in the near future there might be a huge unemployment rate among
graduates. As a solution for this problem, we came up with the idea to teach these
students how to write a business plan, as a start to begin their own business and
creating decent jobs for themselves.
We hope that our project will be adopted by IMEAO and the ministry of education,
MinowC. To help students to create jobs for themselves will have a spin off effect
because people who start businesses need employees. This may lead to a decrease
of unemployment in Suriname.
By using the brainstorming technique design thinking, we put focus on the hidden
needs of graduates of IMEAO and at the same time we made an attempt to innovate
IMEAO education.
Figure 1 Design thinking model
source: [Link]
At first we made an effort to gain empathic understanding of the students needs. We
learned from the management of IMEAO-3 that the curriculum of the school does not
contain writing a business plan, although it is an economical school with various
economic related subjects. Additionally, graduates have the difficulty to find
employment. Since the government cannot provide new employment for its citizens
any longer and the need for jobs grows continually, we choose this project as a pilot
to offer an alternative to the graduates.
4
We then defined the problem as IMEAO graduates need to find (decent) jobs after
graduating.
In the stage of ideation we generated different ideas on the question: how can we
encourage IMEAO students to find (decent) jobs after graduating.
After brainstorming we came up with the following alternatives:
1. move abroad
2. become entrepreneurs
3. get further education
4. employed by outsourcing company
Decision matrix revealed that becoming entrepreneur is the best
alternative.
development personal feasibil creating
of suriname development ity jobs for
others
weight 6 6 4 5
Alternatives
Move abroad 1 5 2 1 Total
6 30 8 5 49
Become 6 6 3 6
entrepreneurs
36 36 12 30 114
Further 6 6 4 3
education
36 36 16 15 103
job at 5 5 2 1
outscourcing
company
30 30 8 5 73
5
We have summarized our driving question as follow: How can we encourage
students to become entrepreneurs, in this way implementing STG no. 8 Promote
Sustained, Inclusive and Sustainable Economic Growth, Full and Productive
Employment and Decent Work for All?
Figure 2 Unemployment rate
Source: Mozaiek Van het Surinaamse Volk page 341.
The unemployment rate in 2004 is highlighted with yellow. In the age category of 15
to 19 years, the unemployment rate was 26.7 %. In 2012 it was 33.9%. In the
category of 20 to 24 years, the unemployment rate was 19.3% and in 2012 it was
21%.
According to ABS, Algemeen Statistiek Bureau Suriname, the total of civil servants
on all ministeries was 37,996 in 2014. During the year of election 2015 it grew to
41,478, even though the government had promised years ago not to hire more civil
servants. In 2016 it dropped to 41,058.
6
Note: Facilitation of new workers in public service close to elections to win votes,
seems to be a common practice. Source:
[Link]
As of 31 December the number of workers in private company was 72,625. Numbers
of workers (private workers and civil servants) per 2017 are not available yet.
From 2015, when the last election was held, the situation became worse because of
the closing of many small companies and the multinational Suralco.
7
PROJECT PLANNING
Our Big Idea
Our big Idea is to train students how to write a business plan and encouraging them
to become entrepreneurs. They should start their own business and in this way
create jobs for others as well.
Our project Goal is: Within three months the focus group must be able by following a
training course to write a suitable business plan which will enable the ones who have
ambitions to execute their plan and become entrepreneurs.
The learning outcomes are:
The students know how to write a business plan e.g. model Canvas
They are able to present their business plan.
They are able to execute their plan by starting their own business
The assessment criteria
The business plan that the students will write should be feasible - financially,
technically, ethically, legally and environmental friendly.
8
Integration of content and learning to accomplish the Big Idea.
In the training sessions we followed the Business Model Canvas. It gives an
Figure 3 Business Model Canvas
overview of business areas that are essential. It lets you chart your business aspects
visually and shows where adjustments are needed. It has 9 building blocks which
describe the key partners, finances, resources, activities, revenues and channels.
Source: [Link]
Our educational framework (with Business model Canvas)
9
Figure 4 Educational Framework
Why is this framework the optimal choice for your project?
We use this framework to indicate where we need to focus our time, energy and
attention to educate the IMEAO students to write a Business plan by using the 9
blocks of model canvas and eventually start a business. This model should also help
the students to have a business model thinking rather than just a product-centered
approach.
Hypothesis
By writing a business plan and studying the 9 building blocks of business model
canvas, students will be motivated to start their own business.
Background on the tools, skills and competencies to be
integrated in the project
Collaboration: The students should be able to work in groups to accomplish the task,
writing their business plan.
Communication: to collaborate well, communication is necessary
Critical thinking: needed to set up a business plan according to business model
canvas.
Creativity: the business plan should be unique.
Presentation and Marketing Skills: should be able to present their plan in such a way
that the jury will buy it.
10
Information skills: ICT presentation was given during the project, the follow up needs
at least knowledge of internet; YouTube and Facebook.
Tools needed: a facility for the training, laptops and beamer for trainers, paper and
pens for various activities.
Milestones and timeline for the project, project launch,
sequence of activities and benchmarks
First: Asking the school as primary stakeholder for permission to execute the project
there.
Second: Determining interest among the students by making them fill in a
questionnaire.
Third: Contacting the different stakeholders.
Fourth: Executing the project on three Saturdays giving three hours sessions
On day 1: students presenting their SWOT
On day 2: Students getting to know business model canvas, the nine segments
ICT and entrepreneurship
On day 3: students presenting their business plan to a jury
Figure 5 Students presenting their business plan to a jury
Students presenting their business plan to a jury
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Figure 6 Students received certificates
Fifth: students receiving certificates
Sixth: Evaluation among group members
Seven: Evaluation with school management
During the training session students received tickets to a VSB-Fatum business fair
for starters in Marriott hotel.
The scope of the project
The pilot project was done at IMEAO-3, it was for the students of the Economy
stream and those who will graduate soon to learn how to write a business plan.
The intention is to encourage the school and other stakeholders to implement this
project in the schools curriculum.
Identify the tasks and activities and resource/materials needed
See Background on the tools, skills and competencies to be integrated in the project.
THE BASIC SKILLS OF ENTREPRENEURSHIP AND MORE
TRAINING PROGRAM LEARNING OBJECTIVES ASSIGNMENTS FACILITATORS
DAYS
(3 hours
per day)
Saturday Making acquaintance ICE BREAKER: The students The leader of the
18 March had to tell their name and tell group had to talk
2017 what activities they did after to each other and
school. answer questions
After that they were to get to know one
numbered from one to five another better
and all the number ones had
12
to form a group, the number
twos etc.
Bingo- game Personal skills, specific Bingo game
knowledge, your behavior
Entrepreneurship pyramid Organizing skills/ knowledge Making an Support with
group in the pyramid individual first then writing, additionally
a groups supplementing of
evaluation terms.
The Entrepreneurship More focused on establishing What can you do
Way Step by Step goals to do better
Business Model You Evaluate yourself Exchange
(BMU) numbers with
group members to
start an app group
and start doing
research about the
business model
and start thinking
about a product
Saturday Creativity and Innovation. Outside the box" an Brainstorm
1st of April important tool for business
2017 plan
Business model canvas The 9 segments let you Stencil and model
present your business plan drawing
on a short and clear manner
Saturday 8 Using TEAM spirit to work on Drawing the BMC,
April 2017 BMC an own company. analyzing the
points.
A guideline to decide in
providing a service or making SCAMPER
SCAMPER a product. analyzing Support
Presenting the
business plan
your own business plan Take away home
BUSINESS PLAN is according to an executive to think about it
based upon the summary
Business Model Canvas
13
PROJECT DESIGN AND EXECUTION
The Process
Creating problem tree
We first indicated (in a problem tree) the root causes and consequences of the need
for more entrepreneurship in an environment where there is a shortage of jobs for
IMEAO students..
Figure 7 Problem tree
Then we identified possible stakeholders for our project.
Identifying stakeholders
Identifying the right stakeholders and determining key, primary, secondary, marginal
stakeholders using a google sheet was essential at the beginning of the project
14
Figure 8 Stakeholder identification
We had to find out who would be impacted by our project (of change), who has an
interest in our innovation, what are their interest and needs, are these interest similar
or opposing etc.
We considered the school to be our key stakeholder since it is the decision makers.
The school needs to present effective education, has interest in curriculum
innovation and wants to create better chances for students. The engagement
strategy used for the school was co-creation. Whereas consultation is the
engagement strategy for the Ministry of Education, MinowC. The needs of MinowC
are to ensure effective education, it has interest in innovation of curriculum as well as
training people for the job market. In this way helping the government creating an
effective workforce.
Figure 9 Primary stakeholder
15
Cooperation is the engagement strategy for the Ministry of Trade that helps the
government to create jobs and supports entrepreneurship in Suriname.
Another primary stakeholder is the Surinamese Chamber of Commerce that
promotes the culture of entrepreneurship in our country. Their interest is serving,
represent and strengthen business. Their impact is to lessen the pressure on the
government to provide for jobs and to help to create a pleasant business
atmosphere. Collaboration would be the best engagement strategy for this
stakeholder.
The students were qualified as secondary stakeholders. They need opportunities to
jobs in the future. The project should help them to create own jobs. The engagement
strategy we used was collaboration
We consulted the media, the marginal stakeholder. They need to inform and
educate, give publicity to the project and to encourage the community to become
entrepreneurs.
Composing questions for stakeholders
Before starting with the implementation of the project we did some more
brainstorming and composed questions to be asked to the various stakeholders in
order to have a clearer sight of the course of the project. The various questions
asked to the students (and other stakeholders) can be seen here:
Figure 10 Questions for students
16
Figure 11 Questions for students
Figure 12 questions for KKF (Chamber of Commerce) and ministry of Trade
17
Figure 13 Questions for MinowC
We also had a set of questions for the bank and for stakeholders with professional
interest.
Figure 14 Questions for the bank
Empowerment of stakeholders
The empowerment of stakeholders had an impact in helping with the implementation
of writing a business plan in the school curriculum and giving support to the students
with plans of starting an own business. Through one of our stakeholder we got the
help of a trainer, Vanesse Won A Ton, who is in her final year of her Masters study
18
and the president of IBW, a local institute of bachelor and masters education, to
implement the project for the group of IMEAO students who have shown their
enthusiasm to follow the project.
Getting students Interested
To get the students interested for the project we created an infographic
Figure 15 Infographic
At first we gave them a questionnaire to know whether they were interested or not
and what they thought they would do after they graduated. From the questionnaire
we could conclude that most wanted more information about a business plan. A total
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of 40 students of the economy year who are in their exam year and a third grade
marketing class were finally selected for the training.
The students immediately showed interest after theyd found out about our project. A
letter was send to their parents / guardians for permission to participate in the
training.
Through the ministry of Trade and Commerce, where we presented our questions for
stakeholders, we received further direction to IBW, University of Applied Sciences,
where we could start the experiment with a trainer Vanesse Won A Ton, a master
student in her final year.
We conducted two pre-meetings with the trainer. The first meeting took place at our
study location and the second meeting at IBW. We then were introduced to the
president of this institute which would finally facilitated us with the location for the
training. At both meetings we elaborated on the content and the cost of the training.
Miss Vanesse Won A Ton decided to conduct the training for [Link] only had to
pay for all materials needed including the certificates.
During the session with the students conducted at IBW we kept the school
management informed to create further interest in our program. The sessions were
also open for the management to attend.
In our diffusion activities we tried to make stakeholders aware of our innovation by
presenting the project to them. The school management team, our primary
stakeholder, was first to be informed.
By showing them an article about our project written by the media we trigger their
reflection and appraisal evenmore.
A Facebook page, [Link] was
created by us to guide the students to further training and opportunities. It will remain
as a virtual forum for all stakeholders to keep this program alive.
Description of the Execution
Initiatively, we have encountered some obstacles like miscommunication and
bureaucracy. With the help of Miss Vanesse Won a Ton and the president of IBW
we were able to offer the students three training sessions.
20
These three training sessions were of three hours each. Each session was held on a
saturday morning from 9.00 till 12.00 clock at the IBW.
Since the curriculum is so tight, there would not be enough room to give these
students the training during school hours, but fortunately the students were willing to
do the training after school hours.
The title of the training sessions was An introduction to business model generation,
Industrial Revolution and ICT for entrepreneurship.
Figure 16 Training schedule
During the session Ms Won A Ton was assisted by mr. G van Lierop, and miss
Tilakdharie Sheelta.
21
Figure 17 A session on ICT with Mr. G. van Lierop
The sessions were about;
- Getting to know a business plan, model canvas
- Watching presentations of ICT and entrepreneurship
- Writing a business plan in groups of eight students each.
Figure 18 Students working on Business Model Canvas
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- presenting the business plans which were judged by a jury consisting of
three people. The best presentation got a prize.
At the end of the last session all the students received a certificate awarded by IBW
University of applied sciences.
The media, a marginal stakeholder, were present at the last day. Suriname Herald
has dedicated an article to this project and SCTV broadcasted this event on their
television.
The link to the news site that reported our project:
[Link]
businessplan-schrijven/
.
Figure 19 picture made by Suriname Herald
23
Description of the Product
The product was 5 business plans of Business Model Canvas (BMC) with 9
segments from each group.
Figure 20 student working on BMC
The students had to present a business plan with all the nine segments. The picture
above shows the beginning of putting the nine segments together.
The students were divided into 5 groups:
Figure 21 group 1 presenting
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This was the first group. Their idea was to open a bar with drinks made from typical
Surinamese fruit. They also explained how they would attract customers by giving
free drinks away on special occasions etc.
Figure 22 group 2 presenting
The second groups idea (which was the winner) was a company producing candied
Surinamese fruit.
The third group
wanted to start with a
gyp especially for
older people and
giving them training
and personal
Figure 23 Group 3 presenting guidance.
25
The fourth group talked
about a restaurant with an
exclusive Italian menu.
Because as they said, they
had to start with something
out of the ordinary.
Figure 24 Group 4 presenting
The last groups
idea was a resort
especially for
tourists in the jungle
with lots of
attractions.
Figure 25 Group 5 presenting
26
CONCLUSION AND FUTURE WORK
The big idea worked, students were able to successfully write and present their
business plan after the training sessions. They were enthusiastic. One student
started to sell podosirie ice at school, podosirie is a Surinamese fruit which grows in
the jungle. Another student decided to start her own business, she has already
executed the plan, and she has a farm with chickens and plans to expand her
business.
All students presented their business plan successfully during english class.
The project was effective, the students saw the need to become entrepreneurs in an
environment where there is a shortage of jobs. We got maximal output from the three
hour sessions. The Students were engaged all the time. The business plans were
written and presented.
The project had a good flow, all the activities complemented each other. Everything
had to do with being an entrepreneur. First the students had to write their strong and
weak points, then they discussed it with the trainer, there was a session about ICT
and entrepreneurship, The students got to learn the business model Canvas with the
nine segmentations, they had to present their idea and the best group won a price;
there was also a motivational speech of a young entrepreneur who proved to the
students that with some effort one could reach a lot of goals.
Attention was also paid to modern ways of doing [Link] session ICT and
entrepreneurship helped students to learn the latest developments in ICT, how
important ICT is for entrepreneurs and how the future will look like with ICT
technology.
The challenges while implementing the project were the strike of teachers which
caused a slight delay. Another challenge was the tight timetable of the students
which made it difficult to do the project during the workweek.
Except for one student, all the students finished the course. During English classes
these students had to write and present their own business plan for a mark and it
was striking that the presentations were excellent, which means that the students
had learned a whole lot from the project. We consider this as the successes of our
project
The project can be improved if the government creates facilities and adopt the
project. Also if teachers are trained to be able to deliver classes on writing business
plan and entrepreneurship. Of course Finances will be needed.
Our project met the standards. We have achieved the goal to train students to write
and present their business plan in 3 months time and to encourage them to become
27
entrepreneurs. The students were engaged from the very beginning. First with
questionnaire and definitely during the the training sessions where they participated
actively to write their SWOT and business plan and also to present it at the end of
the training and at school during english classes. Of course there was higher level
thinking involved since the business plan that the students had to write had to be
feasible - financially, technically, ethically, legally and environmental friendly. It also
had to fit in the business model [Link] students were taught new strategies in
developing their own personal skills, getting to know their strengths and
weaknesses.
The project integrated ICT effectively:
- The presentations were in PowerPoint. There was also a training which
discussed the impact of ICT on entrepreneurship in the past, now and the
future.
- Flipped classroom: the students got homework to look business model
Canvas on the internet and the next time they had to talk about it.
- Use of a infographic to inform students.
- We made a Facebook account for the students so that they could have a
platform to discuss everything that has to do with business plans. Student are
also able to participate in MOOC (Massive Open Online Courses) on
entrepreneurship.
The project has not made an impact in Suriname [Link] first course was a pilot
project. We hope at the least, to have an impact on the school management of
IMEAO-3 in this stage. An online newspaper and the chinese television helped to
spread our work.
28
ACKNOWLEDGEMENTS
REFERENCES (Use Google Scholar)
- Mozaiek Van Het Surinaamse Volk - Volkstellingen in demografisch,
economisch en socioaal perspectief - redactie Jack Menke
- Algemeen Statistiek Bureau Suriname, ABS
- How to write a business plan:
[Link]
e%20a%20Great%20Business%[Link]
- Tools how to write a project report:
[Link]
bdeb-26f09d61b785/?collection=research
[Link]
[Link]
[Link]
[Link]
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APPENDIX
This was the letter intended for the students and their parents to motivate them to
the training.
30
31